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Showing 3 results for Mohamadzade
Comparison of Physical Training, Mental Imagery, Observational Learning and their Combination on Cognitive and Executive Functions of Beginner Golfers
Mr Mehrzad Kharestani, Dr Hasan Mohamadzade,
Volume 13, Issue 25 (9-2023)
Abstract
The purpose of this study was to investigate and compare the effect of mental imagery, observational learning, combined (imagery and observational learning) and physical training on mental representation and performance of novice golfers. To this end, 60 students(age:22.8±2.11) were randomly assigned in four groups: 1) mental imagery, 2) observational learning 3) combined (imagery + observational learning) and 4) physical training. After the pre-test, the participants in each group performed the golf putting for 3 consecutive days (60 attempts per day) and the post-test was performed on the third day. Two days after the post-test, a retention test was taken. Performance accuracy and structure of mental representation of participants were measured as dependent variables. Results showed that in the golf putting variable, the physical training group was better than other groups. Also, the performance of the combined group was better than the imagery and observational learning group. In addition, in the mental representation variable, the combined group had a more structured and accurate mental representation than than other groups. In addition, the imagery group had a better mental representation than the observational learning and physical training group. Overall, The result of this study show that physical training compared to other methods increases the accuracy of golf putting. Also combined imagery and observational learning training, has a greater impact than other methods used in this study.

Comparison The Effect Of Traditional And Sport-Education Methods On Metacognition And Meta-Emotion Of Tennis-Skills
Ghazal Nojan, Hasan Mohamadzadeh, Jalal Dehghanizadeh,
Volume 14, Issue 28 (12-2024)
Abstract
ABSTRACT
In recent years, many efforts have been made to develop new methods of training sports skills that, in addition to teaching game techniques and tactics, further challenge the cognition and emotion of learners. The aim of the present study was to to compare of traditional and sport-education (SE) methods on metacognition and metaemotion in tennis skills. The present study was a quasi-experimental study with a pre- post test design. The subjects included 24 adolescent girls from Urmia city (age: 16.54±1.36 years) who were non-randomly divided into: sport-education and traditional training groups. The training consisted of 14 sessions over 4 weeks (3 sessions per week). The research instruments were Wells' Metacognitive Questionnaire and Mittmannsgruber's Metaemotional Questionnaire. The was a significant difference between the two traditional and sport-education methods groups in increasing meta-cognition (p=0.004), positive meta-emotion (p=0.007), and negative met-aemotion (p=0.015). In the sport-education methods, meta-cognition (p=0.001) and positive meta-emotion (p=0.001) significantly increased, and negative metaemotion (p=0.001) improved. but the changes in these indicators were not significant in the traditional group (P>0.05). So, beginners can benefit from the physical benefits and improve the meta-cognitive and meta-emotional knowledge of this type of training method by performing sports activities using the sport-education methods.

The effect of sensory-motor exercises with a game sense on the executive and motor control of children with learning disorder
Mrs Hanieh Ghasemian Moghadam, Dr Hasan Mohamadzadeh,
Volume 100, Issue 100 (10-2020)
Abstract
The purpose of this study was to investigate the effect of sensory-motor exercises with a game sense approach on the executive and motor control of children with learning disorder. For this purpose, 36 female children aged 7-9 years were randomly selected by referring to learning disorder centers in Mashhad and divided into two exercise groups (sensory-motor group with a game sense approach, sensory-motor group with a goal-oriented approach) and a control group. The exercise groups participated in the exercises in the form of two 60-minute sessions per week for a period of 8 weeks. During this period, the control group performed its normal activities. The changes in inhibition and gross motor skills of the subjects before and after the exercise period were measured by Stroop and Burininks-Oseretsky tests, respectively. The results of the Mixed analysis of variance analysis test showed that sensory-motor exercises with the game sense approach improved executive and motor control in the game sense group compared to the control group (p<0.05). Therefore, sensory-motor exercises with a game sense approach can help improve the executive and motor control of these children.
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